ANALISIS KARAKTERISTIK BERPIKIR GEOMETRI DAN KEMANDIRIAN BELAJAR DALAM PEMBELAJARAN FASE VAN HIELE BERBANTUAN GEOMETERS SKETCHPAD (Unnes Journal of Mathematics Education Research, 2015)
Tujuan penelitian ini mendeskripsikan karakteristik bepikir geometri dan kemandirian belajar siswa. Penelitian ini adalah penelitian deskriptif dengan subjek kelas 7 SMP N 2 Rembang yang diambil tiga siswa tiap level. Pengambilan datanya dilakukan tes dan wawancara. Hasil penelitian ini menunjukkan bahwa kualitas pembelajaran berkategori baik. (1) Subjek level 1 dapat mendefinisikan, mengelompokkan jenis transformasi berdasarkan gambar, namun belum mengenal sifat, serta memiliki kemandirian belajar yang rendah, (2) subjek level 2 dapat mendefinisikan, mengelompokkan jenis transformasi dan menyebutkan sifat-sifatnya serta memiliki kemandirian belajar sedang, (3) subjek level 3 dapat mendefinisikan, mengelompokkan jenis transformasi dari gambar, menyebut sifat dan menghubungkan dengan jenis lainnya serta memiliki kemandirian belajar tinggi. Berdasarkan hal tersebut maka guru dapat mendesain suatu pembelajaran yang mampu meningkatkan kemampuan berpikir geometri siswa dengan memperhatikan karakteristik berpikir geometrinya.The purpose of this study was to describe the characteritics of VII grade students geometric thinking. This research was a descriptive qualitative research. The subject of this research was nine students of VII grade at SMP N 2 Rembang consist of three students from each level 1 (visualization), level 2 (analysis), and level 3 (informal deduction). Data in this research was the characteristics of geometric thinking obtained from test and interview. (1) Students of level 1 can define transformation based on the appearance; grouping the pictures; can’t understand properties of each transformation or related to another; and have low category in self regulated learning, (2) students of level 2 can define, grouping transformation based on the appearance, explain properties but can’t related to another, and have average category in their self regulated learning, (3) students of level 3 define, grouping transformation, understand properties of each transformation, also admit relation from any kinds of transformation, but can’t locate vector translation or center of rotation, also can’t decompose transformation, and have high category in self regulated learning. So teacher can design instruction to encourage students’ thinking processes with Van Hiele’s Phase-Based Instruction using the Geometer’s Sketchpad concern to the characteristics.